ATI RN
Nursing Care of Vulnerable Populations Questions
Question 1 of 5
A member of a community weight-loss group has maintained a healthy weight for 2 years through healthy eating and daily exercise. At which step of the affective domain is this participant?
Correct Answer: C
Rationale: The correct answer is C: Evaluation. At this step of the affective domain, the participant is able to assess their progress and outcomes related to weight loss. They can critically analyze the effectiveness of their healthy eating and exercise habits in maintaining a healthy weight for 2 years. This involves making judgments, reflecting on their journey, and determining the success of their efforts. Summary of why the other choices are incorrect: A: Analysis - This step involves breaking down information into parts to understand their relationships. The participant is not analyzing the weight-loss process but rather evaluating the outcomes. B: Application - In this step, the participant would be applying their knowledge and skills to new situations. The scenario describes maintenance of a healthy weight, not necessarily applying knowledge to new contexts. D: Knowledge - This step focuses on recalling facts and information. The participant in the scenario has gone beyond acquiring knowledge and is now evaluating their experiences and results.
Question 2 of 5
A nurse is meeting to discuss problems and solutions with a group of teenagers who have been newly diagnosed with diabetes. One teenager states "My mom found this particular brand of popcorn that has only 15 carbohydrates in the whole giant bag." What group purpose is being served by the teenager's statement?
Correct Answer: D
Rationale: The correct answer is D: Task function of sharing information and resources. The teenager's statement serves the task function by providing information about a low-carb snack option. This is crucial in a group discussion focused on diabetes management, where sharing such practical information can help others make healthier choices. It contributes to problem-solving and resource-sharing, aligning with the group's primary goal of addressing diabetes-related concerns. Incorrect choices: A: Maintenance function of encouraging everyone to continue the discussion - This choice is incorrect as the teenager's statement does not specifically encourage further discussion but rather shares specific information. B: Maintenance function of helping everyone feel comfortable talking about food - This choice is incorrect as the teenager's statement focuses on the nutritional content of the snack rather than creating a comfortable environment. C: Task function of resolving problems about what to nibble during movies - This choice is incorrect as the teenager's statement goes beyond simply resolving a specific problem about movie snacks and instead offers general information about a snack option.
Question 3 of 5
Which part of an educational program probably needs improvement if only 25% of community members meet the learning objectives after completing it?
Correct Answer: B
Rationale: The correct answer is B: Content. If only 25% of community members meet the learning objectives, it indicates a problem with the content provided in the educational program. The content may be too complex, unclear, or not aligned with the learners' needs. Educator (A) could be a factor, but if the majority is not meeting objectives, it's more likely content-related. Learners (C) may struggle due to content issues. Objectives (D) could be too ambitious or not well-defined, but if content is not effectively conveying information, objectives won't be met. Therefore, improving the content is crucial for better outcomes.
Question 4 of 5
Which of the following is the best learning objective for teaching testicular self-examination (TSE)?
Correct Answer: C
Rationale: The best learning objective for teaching TSE is choice C because it focuses on the practical application of the skill. Correctly demonstrating TSE is crucial for early detection of testicular cancer. This objective ensures that participants not only understand the importance of TSE but can also perform it accurately. Choices A and B focus more on theoretical knowledge rather than practical skills. Choice D sets an unrealistic expectation of 100% accuracy, which may not be achievable in a real-world setting. Overall, choice C is the most effective in promoting the desired outcome of teaching TSE.
Question 5 of 5
A teenager with diabetes doesn't want to inject insulin. The nurse tries to be empathetic while teaching the teenager how to give insulin and clarifying why insulin and glucose level control are so important. The teenager still refuses. The diabetic educator decides that the teenager needs a facilitator. What behaviors can a facilitator use beyond what the nurse-teacher has done? Select all that apply.
Correct Answer: B
Rationale: The correct answer is B: The facilitator can build a relationship of mutual trust. This is important because building trust with the teenager is crucial in order to facilitate open communication and collaboration in managing their diabetes. By establishing a relationship of mutual trust, the facilitator can create a supportive environment where the teenager feels comfortable discussing their concerns and fears related to insulin injections. Rationale: 1. Building trust fosters a positive relationship: Trust is essential in any form of communication and relationship-building. By establishing trust, the facilitator can create a safe space for the teenager to express their thoughts and feelings without fear of judgment. 2. Encourages open communication: Trust allows for open and honest communication between the teenager and the facilitator. This open dialogue is crucial in addressing any barriers to insulin administration and finding alternative solutions that work for the teenager. 3. Promotes collaboration: Trust lays the foundation for collaboration in managing the teenager's diabetes. By working together, the facilitator can help the teenager explore